Done properly, product placement can create a realistic scene and a general feeling of familiarity. Is there more to it than that? Do you think consumers notice the placement? Are consumers consciously motivated to purchase that product or are they actually reached on a more subconscious level?

The objective for product placement in TV shows and movies has more to it than creating a realistic scene and a general feeling of familiarity. The objective of contemporary product placement advertising is to create brand identification, recall, and affinity. The objective aims to influence and modify consumer purchasing behavior in order to generate increased sales through association of the product with favorite actors, situations, and TV shows.  
According to recent research studies examining consumer response to product placement advertising, consumers now routinely use the sophisticated level of their entertainment technology to tune out or skip traditional advertising inserted between entertainment segments. Some research indicates that because of this, traditional advertising will be replaced by contemporary advertising strategies, which include product placement. Minimal research has tapped consumer purchasing behavior following product placement in TV shows and movies; most consumer behavior research focuses on brand recall. While advocates of contemporary marketing strategies, including product placement advertising, represent the choice as generating more revenue from increased sales, this position has not yet been fully substantiated or confirmed through in-depth, targeted research.
JDR Group Marketing Agency, UK, "Traditional Vs Contemporary Marketing Strategies."
John Dudovskiy, "Product Placement as an Effective Marketing Strategy."
http://www.acrwebsite.org/volumes/8178/volumes/v25/NA-25

Beginning Algebra With Applications, Chapter 6, 6.2, Section 6.2, Problem 30

Solve the system
$
\begin{equation}
\begin{aligned}

3x-5y =& 2
\\
2x-y =& 4

\end{aligned}
\end{equation}
$

by substitution.



$
\begin{equation}
\begin{aligned}

2x-y =& 4
&& \text{Solve equation 2 for } y
\\
-y =& 4-2x
&&
\\
y =& 2x-4
&&
\\
3x-5y =& 2
&& \text{Substitute $2x-4$ for $y$ in equation 1}
\\
3x-5(2x-4) =& 2
&&
\\
3x-10x+20 =& 2
&&
\\
-7x =& 2-20
&&
\\
-7x =& -18
&&
\\
x =& \frac{-18}{-7}
&&
\\
x =& \frac{18}{7}
&&

\end{aligned}
\end{equation}
$


Substitute value of $x$ in equation 2


$
\begin{equation}
\begin{aligned}

y =& 2 \left( \frac{18}{7} \right) -4
\\
\\
y =& \frac{36}{7}-4
\\
\\
y =& \frac{8}{7}

\end{aligned}
\end{equation}
$


The solution is $\displaystyle \left( \frac{18}{7}, \frac{8}{7} \right)$.

What is the importance of plotting in Act III, Scene 1 of Macbeth?

The word "plotting" refers to an act in which the perpetrator(s) secretly plan to commit an evil deed. In this sense, then, plotting, by its very nature, seeks a malicious outcome, meaning those who indulge in the act do not wish to do any good and are, consequentially, evil.
Plotting in Act III, Scene 1 is important because it reveals the extent of Macbeth's perfidy. The scene illustrates that he has reached such a state of ruthless and cold-blooded malice, that he has lost all rectitude. There are no boundaries to his pervasive perversion, so much so that he plots the murder of his confidante and friend Banquo and Banquo's son, Fleance.
It is clear from the beginning of the scene that Macbeth has already started plotting Banquo's assassination. Macbeth, who earlier somewhat reluctantly acquiesced to his wife's insistence on killing king Duncan, has now become a master in the art of murder. His conversation with Banquo most pertinently illustrates his sly and wicked intent. He seeks as much information about Banquo's journey as possible so he may perfectly plan the assassination.
When Macbeth meets the assassins, he blatantly lies to them about Banquo's role in their misery and strife, giving them a reason to kill the general. He absolves himself from all blame. Furthermore, he challenges their courage and their will to destroy those who had supposedly done them harm—in this instance, Banquo. They are easily convinced and swear revenge. Macbeth, just to make sure, reminds them that Fleance should also be killed.
Macbeth's cold-blooded statement at the end of the scene most potently indicates the depth and magnitude of his evil:

It is concluded. Banquo, thy soul's flight,If it find heaven, must find it out to-night.

The once-honorable and -admired general has truly lost his way—the fair has become absolutely foul.

Beginning Algebra With Applications, Chapter 1, 1.1, Section 1.1, Problem 52

Write the statement "the opposite of negative nine is nine" in symbols.

$-(-9) = 9 \qquad$ The opposite of $-9$ is $9$.

What does Bud mean when he says "Here we go again" at the beginning and end of Bud, Not Buddy by Christopher Paul Curtis?

At the beginning of the novel, Bud says, "Here we go again" just as he is being told that he has been accepted into a new foster home (Curtis 1). Bud's exasperated comment reflects his negative reaction to being sent to another foster home. Bud mentions that he has already lived in two previous foster homes and is not excited about being sent to a third.
At the end of the novel, Bud is looking at a picture of his mother and thinking about his journey. Despite all of his struggles, Bud has finally found happiness living with The Dusky Devastators of the Depression and looks forward to his future. Bud then says, "Here we go again, Momma, only this time I can't wait!" (Curtis 236). The second time Bud makes the comment he says it in a positive way. Bud is optimistic about his future and has hope that he will enjoy his new life with the band. Instead of being upset about going to a new home as he was at the beginning of the novel, But is excited and looks forward to the future at the end of the story.

Where were first steel mills in the United States built, and why these locations?

A few of the earliest steel mills in the United States operated in Alabama after the Civil War. There was a surplus of available labor due to the convict lease system and an agricultural depression.
Some of the largest and most famous steel mills at the turn of the nineteenth century operated in Pennsylvania. The western part of the state was closer to the iron ore mines found in Minnesota and Wisconsin and there was an abundance of anthracite coal, which is a high grade of coal that burns hot enough to remove most of iron's impurities. The western Pennsylvania region is close to the Great Lakes and many major Eastern railroads. The state is also a hub for European immigrants, especially those from Central and Eastern Europe.
While Alabama had some of the earliest mills, some of the more famous and profitable ones could be found in Pennsylvania.  

What validates a theory?

In the simplest terms, data validates a given theory. If the dataset supports the theory, we can say that the theory works or that we can validate it. The data can be obtained through experimental studies and/or numerical modeling. If the theory's predictions match the data obtained either experimentally or numerically, it can be said to be valid.
For example, if (in theory) we say that prices of day-to-day use items rise every year, we just need to collect the price data of some such items over a few years and draw comparisons. If we see that prices of the items have indeed increased every year as compared to the last year, it can be used to suggest that our theory is valid.
Similarly, we say that distance traveled is a product of the speed of an object and time. This can be validated by driving a vehicle at a constant speed for a certain time and measuring the distance. The distance would be equal to the product of the speed of the vehicle and the time of travel.
Thus, supporting data validates a theory.

How does pride lead to destruction in Homer's The Illiad?

Homer's Iliad is the story of the final weeks of the Trojan War, when the tide of battle turns decisively against the Trojans after a ten-year stalemate. The catalyst for the events of the poem is the headlong clash between the pride of Agamemnon, the high commander of the Achaean forces, and the pride of Achilles, the Achaean's pre-eminent warrior.
A plague sent by Apollo is ravaging the Achaean troops. Achilles suggests they determine why Apollo is angry, and it transpires that the plague was called down on the Achaeans by a priest of Apollo, grieved that his daughter, Chryseis, had been taken from him as a trophy. Agamemnon is the one who "won" Chryseis, and he is responsible for returning her to her father in order to end the plague. Angry that he must give up one of his "spoils" of war, Agamemnon insists that it is only fair that Achilles also give up his woman, Briseis, whom Achilles won in the same battle. This is not necessary, but Agamemnon is lashing out because Achilles's inquiry has made him, Agamemnon, personally responsible for the plague.
Achilles is outraged that Agamemnon is penalizing him, and refuses to comply. Agamemnon then asserts his authority as high commander and sends men to Achilles's ships to forcibly remove Briseis from him. Achilles, furious, retaliates by withdrawing from the battlefield, depriving the Achaeans of their best warrior. Other men try to mediate between Agamemnon and Achilles, asking the one to apologize for his grandstanding and the other to forgive and rejoin the army, but neither man will budge.
Achilles is not merely a warrior, he's effectively a weapon, and his absence from the battlefield seriously weakens the Achaean forces. Hector, prince of Troy, immediately senses the opportunity presented by Achilles's absence, and the Trojans launch an extremely aggressive effort to push the Achaeans back to the shoreline and destroy their army. In the weeks in which Achilles is not fighting for the Achaeans, many, many people die, the Trojans succeed in throwing the Achaeans right back to their ships, and then set the ships on fire to prevent the Achaeans from fleeing. The battle is at fever-pitch, and the Achaeans are almost certainly doomed before Achilles rejoins the fray.
The clash of Agamemnon's and Achilles's egos at the outset of the poem nearly results in the destruction of the Achaean army, and it's only when their egos are set aside in service to the cause of defeating the Trojans that the Achaean forces rebound and are able to defeat the Trojans.

How many electrons does a Silver atom lose to become a silver ion?

Silver (symbol: Ag) is a metal and has only 1 ion (Ag^+), which is formed when the silver atom loses 1 electron. Metals generally have a tendency to lose one or more electrons, and this results in the formation of metal cations. Silver also forms a cation (Ag^+). Since there is only 1 positive charge on it, this shows that only 1 electron has been lost from the silver atom.
Note that when a metal atom loses an electron to form a cation, its mass number does not change, since the number of protons and neutrons remains the same and only an electron has been lost. Similarly, the atomic number of the resulting cation is the same as that of the atom, since no protons have been lost.
Thus, the silver cation will have the same atomic number and same mass number as that of the silver atom.
Hope this helps

What effect does the repetition of the phrase "straight from the horse's mouth" have in Brave New World?

Animal imagery plays a nuanced role in Brave New World, and the repetition of "straight from the horse's mouth" plays into the function of animal motifs throughout the book. There is a strong current of irony which runs through Brave New World. The society of the characters values technological and material progress above all else; they've done away with the "primitive" and inefficient sentimentality of days gone by. However, by reducing their citizens by sorting them into a series of categories which revolve entirely around their labor, the society essentially treats its members like animals, like cattle. From Alphas to Epsilons, all people embody their social classes and nothing more. There are no individuals or families. Each person is not really a person at all, but a living piece of property—much like an animal.
This concept becomes crystal clear in Chapter 1, when the Director is giving a tour of the Central London Hatchery and Conditioning Centre to a group of young students. Multiple times we are told each student "carried a notebook, in which, whenever the great man spoke, he desperately scribbled. Straight from the horse's mouth." We are meant to understand that the Director is an absolute authority figure, regarded as a paragon of knowledge and truth by the students. But, by placing the image of a horse in our minds, the author also wants us to acknowledge this man and his "truths" as part of a larger, grotesque outlook on this society. Several paragraphs later, when the Director explains how the society has accelerated human development, he asks the students to "[c]onsider the horse." It is clear that even the Director himself is a mere biological unit in a large societal machine of identical units; this society regards its own members as mere cattle.
As "straight from the horse's mouth" is repeated numerous more times, this meaning gains impact. The repetition endows the reader with an eerie sense that something is profoundly warped within this society.

why did united states drop the atomic bomb. when it killed some of the soldiers?

This question must refer to the Americans who were held as prisoners of war in Hiroshima on the day the first atomic bomb destroyed that city. Many were members of the crew of a bomber known as the Lonesome Lady that was shot down over Hiroshima a couple of weeks beforehand, and they were among the thousands killed by the blast. Many Americans and British POWs were held in and around Hiroshima, and most, including some of the crew of the Lonesome Lady, survived the explosion. As for why President Truman decided to drop the bomb in view of these facts, there is no evidence that he was specifically aware of the presence of these prisoners (though he must have known that Allied POWs were held in most Japanese cities). In fact, Truman used the brutal treatment of American prisoners at the hands of the Japanese military as a justification for using the bomb. In a radio address shortly after the Nagasaki explosion, he told the American people:

Having found the bomb we have used it. We have used it against those who attacked us without warning at Pearl Harbor, against those who have starved and beaten and executed American prisoners of war...
https://teachinghistory.org/history-content/ask-a-historian/22693

https://www.historynet.com/imprisoned-ground-zero-american-pows-hiroshima.htm

https://www.pbs.org/newshour/show/how-a-hiroshima-survivor-helped-remember-12-u-s-pows-killed-by-bomb

What is the main conflict in the story "The Most Dangerous Game"?

The question is correct to suggest that there is more than one conflict present in this story. The main conflict is the man versus man conflict that exists between Rainsford and Zaroff. Rainsford falls over the side of the ship that he was on, and he is forced to swim to the nearby island. Rainsford discovers that the island is inhabited by a fellow gentleman that also happens to be an avid hunter. Unfortunately, Zaroff's favorite prey is humans. He forces Rainsford to be his prey. Rainsford must survive for 72 hours. If he is successful in doing that, then Zaroff claims that he will release Rainsford from the island.

"And if I win—" began Rainsford huskily.
"I'll cheerfully acknowledge myself defeated if I do not find you by midnight of the third day," said General Zaroff. "My sloop will place you on the mainland near a town."

The bulk of the story details how Rainsford tries to outwit Zaroff. Zaroff is a good hunter, and Rainsford works very hard to throw him off of his trail. The conflict is a dire conflict because if Rainsford fails . . . he dies.

A particle is confined to a one-dimensional box (an infinite well) on the x-axis between x = 0 and x = L. The potential height of the walls of the box is infinite. The normalized wave function of the particle, which is in the ground state, is given by with 0

The wave functions of a particle confined to an infinite potential well between x = 0 and x = L are
Psi_n (x) = sqrt(2/L)sin((npix)/L) , where n is an integer (n = 1, 2, 3...). These wave functions are normalized so that the probability of finding the particle in the well is 1 and the probability of finding the particle outside of the well is 0.
Since the particle in this problem is in the ground state, n = 1 and its wave function is
Psi_1(x) = sqrt(2/L)sin(pix/L) .
b) The probability of finding the particle between x = 0 and x = L/3 is then
P = int_0 ^ (L/3) |Psi_1|^2 dx
Let's work with the integrand first and rewrite it using a trigonometric half-angle identity:
|Psi_1|^2 = 2/Lsin^2(pix/L) = 2/L*1/2*(1 - cos(2pix/L)) = 1/L - 1/Lcos(2pix/L) .
Then, the original probability integral breaks up into the two integrals. The first one is
int_0 ^ (L/3) 1/L dx = 1/L*L/3 = 1/3
and the second one is
int_0 ^(L/3) 1/Lcos(2pix/L)dx = 1/L *L/(2pi) (sin(2pix/L) |_0 ^(L/3) =1/(2pi)sin(2pi/3) = 1/(2pi)*sqrt(3)/2 = sqrt(3)/(4pi)
So the probability will be P = 1/3 - sqrt(3)/(4pi) = 0.196 , which confirms your result.
 
Part a seems to be less straightforward. The probability density function |Psi(x)|^2 describes the probability of finding a particle at a given point. I am not sure what is meant by probability per unit length. Just dividing the total probability (1) by the length L would result in 1/L, not 2/L.
 
 
 

Hello!
Unfortunately, you still haven't given the wave function and I have to guess it. If the probability per unit length of finding the particle is a constant, then the probability density function is also a constant on [0, L]. This constant must be 1/L for the total probability be 1. For a non-constant wave function Psi(x) (and therefore a non-constant probability density function p_d(x) = |Psi(x)|^2 ) the results would be different.
In general, it must be int_(-oo)^(+oo) p_d(x) dx = 1, here it is int_0^L p_d(x) dx.
a) the probability per unit length is 1/L (it might be 2/L for some other probability density function). It is true only for intervals inside [0, L].
b) it is int_0^(L/3) p_d(x) dx and it is equal to 1/L*L/3 = 1/3 for the "guessed" function.

Compare the characters Louise Mallard from "The Story of a Hour" and the young solider in "Disabled" by Wilfred Owen?

Both the young soldier and Louise Mallard contend with substantial physical challenges, but, in the latter's case, the disability is hidden. As for the young soldier, his impairment is clearly visible to the human eye.
In "The Story of an Hour," Louise Mallard suffers from a heart malady and, therefore, cannot endure sudden shocks. In the poem "Disability," however, the young soldier has just returned from war and is missing his legs. He must get around in a wheelchair, and his disability clearly draws attention (and pity) from onlookers.
Both Louise Mallard and the young soldier share a similar dissatisfaction with life. Louise, although married to a reasonably amiable man, harbors ambivalent feelings about him. Although he has always been kind and tender with her, a strain of discontentment yet mars her happiness. When Louise receives news about her husband's supposed death, she gives way to her surface emotions. Privately, however, she revels in the knowledge that she will enjoy many freedoms in the foreseeable future. For Louise, a release from her private miseries appears to be on the horizon.
Meanwhile, the young soldier's new disability renders him a second-class citizen. He is no longer popular among the ladies. His "ghastly suit of grey" is pinned at the end of his leg stumps. The women's eyes pass from him to men who are still whole. Despite his sacrifices, the young soldier is forgotten and relegated to the margins of society. For him, there is no hope of release from his private sorrows. He must endure until death releases him from his emotional pain.
So, both Louise Mallard and the young soldier endure discontentment. It is the former, however, who dies a quick, unexpected death, which automatically frees her from all of life's attendant challenges. As for the soldier, he must endure "a few sick years in institutes" and take whatever meager joys the world hands him. In Louise's case, she dies quickly. The young soldier, however, must live in his broken body until death takes him.

Related to Nathaniel Hawthorne's The Scarlet Letter, do you believe that if Hester was a man, she would have been treated/punished differently?

One could certainly argue that if Hester Prynne were a man, she would not have had to endure such public humiliation and social isolation as the result of her sin.
An obvious reason for this is that if she were a man, Hester would never have been able to get pregnant as the result of an extramarital affair. Therefore, like Dimmesdale, Hester could have kept the sin a secret from everyone without the risk of being exposed by her own body.
Alternatively, if Hester were a man and was outed to the community as an adulterer, I still think the punishment would have been less severe. The sexual double standard existed even during the Puritan days; women who had extramarital affairs were considered lustful temptresses, and the men with whom they engaged in these relationships were often thought of as victims of the seductress's womanly wiles. As a result, men who were accused of adultery would be pitied as well as judged.
This is proven after Dimmesdale exposes himself as Pearl's father in front of the townspeople just prior to his death. Although the people are shocked, they also feel sorry for him. The text describes the crowd's reaction in the following quote:

The multitude, silent till then, broke out in a strange, deep voice of awe and wonder, which could not as yet find utterance, save in this murmur that rolled so heavily after the departed spirit.

In the following chapter, the narrator explains how certain witnesses to Dimmesdale's death insist that Dimmesdale only made his death a "parable," and he was in no way possibly guilty of the adultery of which he proclaimed he was. This reaction further cements the notion that men in this society were not blamed as much as women. The lengths to which one could rationalize Dimmesdale's innocence is predicated on his respected position as a prominent man in the community.

It might be said that the entire thesis of Hawthorne's The Scarlet Letter has to do with condemnation of the so-called double standard by which men and women were judged in his day. Both Arthur Dimmesdale and Hester Pyrnne are equally guilty of adultery, but Hester has to bear the disgrace and punishment all alone. However, it should be pointed out that, although women were not empowered to impose punishment, they are represented as being far more vindictive towards Hester than any of the men. Here are a couple of examples of women's feelings about adultery:

“At the very least, they should have put the brand of a hot iron on Hester Prynne's forehead. Madame Hester would have winced at that, I warrant me."
“This woman has brought shame upon us all, and ought to die. Is there no law for it?"

In the long run it is Dimmesdale who is punished more severely than Hester, because he dies as a result of his sin, whereas Hester, the stronger of the two, endures and survives.

Hello, please help me to compose an analysis between 4-6 pages on Ernest Hemingway's "Hills Like White Elephants." I need to analyze a literary device such as symbolism, metaphor, irony, foreshadowing, imagery or another technique and discuss how this contributes to the theme. Choose only one device, and show how it operates in the short story. Posit a debatable thesis statement, and support it with specific textual evidence and quotations from literary criticism. Avoid biographical and historical information. Research is mandatory.

There are many ways you could carry out an analysis of this story. The story's title and Jig's line, early in the story—"they look like white elephants," (describing the faraway hills)—present an example of symbolism around which the story operates. The man responds that he has never seen a white elephant. It is notable that the woman, Jig, sees the hills as symbolic, perhaps representing a white elephant (perhaps also representing herself as pregnant). However, her boyfriend, who is urging her to have an abortion, sees nothing in the hills (or denies seeing anything). His rejection of her symbolic interpretation of the hills suggests his unwillingness to embrace her pregnancy.
The setting of the story, as critics have noted, is also symbolic; Jig and her boyfriend are waiting at a station between train tracks. Many critics (see the source by Smith, below) have interpreted the main characters' location as symbolic. They weigh two choices—whether to have the baby or not. The tracks are symbolic of this choice. On one side of the track lies fertility (the hills), while on the other side, the land is barren (representing the choice not to have the baby). You might develop a thesis that examines the symbolism of the characters' location and what it means, building on literary criticism by Smith and others.
Source:
Smith, Paul. A Reader's Guide to the Short Stories of Ernest Hemingway. Boston: G.K. Hall, 1989.

What significant territorial changes resulted in Europe from World War I?

WWI profoundly changed the map of Europe. The Versailles Treaty led to Germany losing Alsace-Lorraine to France. Germany had owned this land since the Franco-Prussian War. Germany and Russia also lost territory in order to re-create the nation of Poland. This would be a major sticking point for both nations and this would help fuel WWII, as Hitler argued that he was trying to reclaim the ethnic Germans living in that region. The Dual-Monarchy of Austria-Hungary split in 1918, leading to the separate nations of Austria and Hungary. Czechoslovakia and Yugoslavia were also created out of the Austro-Hungarian Empire in an attempt to acknowledge the nationalistic aspirations of the Czechs and Slavs living in the region. Russia also lost the Baltic region of Estonia, Latvia, and Lithuania, as well as Poland, as the Versailles Treaty makers sought to acknowledge the nationalistic aspirations of as many Europeans as possible. This led to further Soviet mistrust of the West as the Soviet Union was not present at the Versailles Conference.

Where did Shakespeare live most of his life?

William Shakespeare was born in Stratford-upon-Avon in Warwickshire, England, a town which makes much of its association with the great man. The records in Stratford were very good at the time, so we know that Shakespeare attended grammar school there as a boy. The house in which he was born is known and can be visited. There is also New Place, the final house in which Shakespeare lived with his wife and children. Shakespeare bought this house in 1597 and died in it in 1616.
For much of his life, however, Shakespeare worked and lived in London, making visits back to Stratford to see his family. His living places in London are less precisely known. We can assume that he worked and spent his leisure time in the Bankside area of London, where the Globe Theatre was built. Various records indicate that he lived in St. Helen's Bishopsgate, near Shoreditch, and subsequently in Bankside near the Globe, before moving back to North London to live near Barbican. Most of these residences are known to us because Shakespeare was charged with tax evasion, which is documented, but in 1613, he purchased a house opposite the Globe in Blackfriars, giving us a more respectable document trail for the Bard.
You will see that there is crossover between these lodgings in London and the New Place purchase in Stratford. Shakespeare moved back and forth between the two towns often; we can assume that he lived mainly in London during theater season and in Stratford out of season until he was older, when he began spending more time at the family home.
https://londonist.com/london/history/where-in-london-did-shakespeare-live

Relatively little is known about William Shakespeare's personal life. He was born in Stratford-upon-Avon in England, which was a market town. He also died there.
William Shakespeare married his wife, Anne Hathaway, and lived with her in Stratford-upon-Avon. Together, they raised their children in the river town. He lived there for many years.
When Shakespeare became more successful in his career as a playwright and actor, he began staying in London. Eventually, he divided his time between his work in London and his family in Stratford-upon-Avon. It was convenient for Shakespeare to be in London often for work purposes. In London, he moved several times and rented rooms. In Stratford-upon-Avon, he built a large house for his family. After he semi-retired, Shakespeare spent most of his time in Stratford-upon-Avon until his death.

explain the meaning of the quotation by Emerson that say there is a time in every man's education when he arrives at the conviction that envy is ingnorance; that imitation is suicide; select a supporting quotation

This quotation comes from the early part of Emerson's "Self Reliance," which focuses on the importance of individualism and the self. What Emerson is saying is that for every person, eventually there will come a moment when one realizes that relying on other people's ideas, wanting what other people want, or striving to be anything other than the way one was born is to do oneself a disservice. After the fragment you have quoted, Emerson goes on to say:

The power which resides in him is new in nature, and none but he knows what that is which he can do, nor does he know until he has tried.

This secondary quotation serves to illuminate Emerson's point, in which he enumerates the various ways in which a man who has not yet come to understand the importance of self-reliance may be damaging himself emotionally. Envy, Emerson is saying, comes from a place of ignorance: only a man who does not realize that he has a special and particular power in himself would envy what others have or can do. Likewise, to imitate someone else and seek to copy them is "suicide" in that this is the equivalent of murdering one's own individualism: in imitating someone else, we are preventing our own special power, given to us by nature, from expressing itself. Education, Emerson says, is the means by which men come to this understanding, and, having reached it, they can never return to ignorance.

Why do you think Swift uses terms like breeders, males, and females when referring to the poor people of Ireland?

Johnathan Swift’s “A Modest Proposal” is a satirical essay that is meant to criticize Irish society’s derision of the poor, British policies against Ireland, and rationalist economic policies that disproportionately affected the poor.
The proposal in the title, of course, is that poor Irish should sell their children as luxury food items to the rich. The following excerpt best illustrates the shocking, matter-of-fact tone Swift uses to make his point:

A young healthy child well nursed, is, at a year old, a most delicious nourishing and wholesome food, whether stewed, roasted, baked, or boiled.

Therefore, using dehumanizing terms like breeders, males, and females when describing the poor Irish has an ironic effect. These are animalistic words that imply poorer people are subhuman, an idea that Swift is mocking. The hyperbolic vocabulary and seriousness with which the speaker suggests his solution to social problems serve to alienate and horrify the reader. This persuades the reader that prejudiced attitudes toward the poor are harmful, even if they aren’t as extreme as Swift’s cannibalism proposal. Consequently, the reader is forced to ponder real, humane solutions to the poverty crisis.

How do you know that your memories are true?

As it turns out, our memories are not true in the sense that we believe they are. In what we would think of as a true memory, we would have something more like a video in our minds, one that recorded everything we were experiencing.  In fact, every time we pull out a memory and dust it off, it changes a little, getting a kind of overlay of the new person we have become since we last retrieved it.  This is how we remember people whom we do not see too often. Did George go bald? It is likely that your memory has picked up on that and stored it where his long hair used to be.  And our memories are completely selective, such that two people can be at the same event and remember entirely different people and actions.  The more we learn about how memories are formed and retrieved, the more we come to realize how unreliable they really are, one of the reasons that eyewitness testimony has resulted in many erroneous convictions. 
Having said that, though, I will say there are ways you can check on various facets of what you remember. Another person might confirm by having the same or similar memory.  A newspaper account might include something you think you remember, and you can check that way.  Some people keep a journal where they write down various "facts" they can check on later.  What you will often find is that people do have slightly different versions for themselves. If I didn't know better, I might swear that my sons were raised in completely different households, based upon what they remember.  But it is in the overlap of memories like these, what people agree happened or was said, that you can sometimes confirm what you believe you remember.  At the very least, they agree on what their parent's names are and where we went for family vacations when they were young. 
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3341652/

https://www.scientificamerican.com/article/scientists-plant-false-memories-in-mice-and-mice-buy-it/?redirect=1&error=cookies_not_supported&code=bfa13ca7-d14c-41fb-8be3-99203e51a0df

Why did Winston Churchill oppose Neville Chamberlain?

Winston Churchill opposed Neville Chamberlain mainly because of the events leading to the start of World War II and how the Allies were doing when World War II began. When Germany was taking land in Europe, Neville Chamberlain did little to stop this from happening. When Hitler wanted to annex the Sudetenland, Chamberlain and the leader of France, Edouard Daladier, met with Hitler and with Mussolini and signed the Munich Pact. This agreement allowed Hitler to annex the Sudetenland. These leaders tried to appease Hitler by giving into his demands, hoping that by doing so, it would stop Germany’s aggression. Chamberlain believed he had preserved peace by making this agreement. Winston Churchill was against this agreement as he didn't believe the policy of appeasement would be successful. When Hitler took over the rest of Czechoslovakia in 1939, it proved the policy of appeasement had failed.
Once World War II began after Germany’s invasion of Poland in 1939, the Allies did very poorly. In 1940, Germany rolled through Norway and Denmark. Then, Belgium, Luxembourg, and the Netherlands fell into German hands. At this point, Chamberlain lost a vote of confidence in the House of Commons. Winston Churchill became Prime Minister. He was known for his military background. He vowed that Britain would work hard to defeat Germany. He also laid out the British plans to resist Germany. When Germany tried to attack Great Britain, Winston Churchill said that Great Britain would never surrender.
https://www.history.com/this-day-in-history/churchill-becomes-prime-minister

https://www.history.com/this-day-in-history/munich-pact-signed

Winston Churchill opposed Neville Chamberlain because Churchill thought war with the Germans was inevitable and wanted the country to prepare for it by aggressively rearming.
From almost as soon as Hitler took power, Churchill was warning of the dangers of Germany rearming and forcing another war. Chamberlain, however, believed it was possible to appease Hitler by letting him have more territory in Europe. In Chamberlain's defense, Great Britain's people were still reeling from the costly blow of World War I, in which vast numbers of lives were lost. Nobody wanted another major war fewer than 20 years after the last one, which was burned into many people's memories as a horror.
Chamberlain hoped that giving Hitler the Sudetenland in Czechoslovakia would finally satisfy him and avert a war. As history has shown, this was wrong. Churchill was right in his assumption from 1933 onward that Britain needed to prepare for another war.

What are the seven characteristics of living things?

The seven characteristics of living beings are:
Motion: Living things move. For example, human beings and animals walk, plants have parts that help them move in response to the motion of the Sun.
Reproduction: The ability to produce offspring and pass on genetic information to them is a key characteristic of living things.
Nutrition: Living things are capable of the intake and use of nutrients to sustain their bodies, growth, and reproduction. Food is the common source of nutrients for human beings, animals, etc.
Respiration: This is the process through which the energy stored in the food is released. Living things use respiration to generate the energy needed for their requirements (such as motion, etc.).
Growth: Living things grow in size. Small plants grow larger, human babies become adult human beings, etc.
Excretion: The ability to get rid of the waste from their bodies is another characteristic of the living beings.
Sensitivity: Living beings are able to detect changes in their environment and can act accordingly. For example, during summer months, when we feel the increase in temperature, we act accordingly (drinking more water, switching on the fan, etc.)
Hope this helps.

How does the conclusion of "The Pit in the Pendulum" impact its overall meaning?

The final paragraph of Edgar Allan Poe's 1842 story is

"There was a discordant hum of human voices! There was a loud blast as of many trumpets! There was a harsh grating as of a thousand thunders! The fiery walls rushed back! An outstretched arm caught my own as I fell, fainting, into the abyss. It was that of General Lasalle. The French army had entered Toledo. The Inquisition was in the hands of its enemies."

What is revealed in these final eight sentences is the reason the narrator has been imprisoned and tortured. He has been held in Toledo, Spain, during the period known as the Spanish Inquisition, when the monarchs Ferdinand and Isabella sought to make Spain exclusively Catholic and purge it of nonbelievers.
The overall meaning of the story is found in how the narrator experiences his captivity. The focus is on the sounds and sensations he hears and feels and the terror he experiences. His miraculous escape from the blade because of his own cleverness and the arrival of his high-ranking savior makes for a dramatic story.
Poe apparently was not concerned with historical facts, though, because General Lasalle did not lead the French troops that invaded Toledo during Napoleon's campaign in the Peninsular War (1807–1814).

"To an Athlete Dying Young".Tell one or more specific reasons given in stanzas 3 through 7 that the boy is a "smart lad" (line 9) to die while still young. What do you think of that positive tone toward death?

The speaker in the poem offers the idea that there is benefit in dying in one's prime as an athlete. In the lines "And early though the laurel grows / It withers quicker than the rose," the speaker observes that laurel, signifying victory, does not endure. Other accomplished athletes will always follow on the heels of the victors, so going out at the top of one's game, so to speak, will in a sense preserve that victory for all time.
The speaker suggests that the fame and renown of the celebrated athlete will travel intact to the next world, where "...round that early-laurelled head / Will flock to gaze the strengthless dead." The departed souls who will greet the deceased athlete will gather around to offer their admiration.
The poem poses a worthy question: is it better to leave life at the height of one's abilities and be remembered for that? Or is it better to have had one's moment, left fame behind, and lived on, perhaps in obscurity? The value of fame and one's legacy is the issue to consider in Houseman's poem.

What is an explanation for both the literal and figurative meaning of "Sonnet 130" by William Shakespeare?

The literal meaning of Sonnet 130 is that the speaker loves his mistress even though she is not aesthetically perfect. The speaker catalogs a number of ways in which his mistress falls short physically: Her eyes do not shine like the sun does, her lips are not as red as coral, and her breasts, rather than being white, are grey. Her hair resembles black wires, and her cheeks are not red like roses. She has putrid breath, and her voice is not pleasing. 
The figurative meaning of the sonnet is its critique of the conventions of Petrarchan love poetry. Shakespeare employs a series of similes (comparisons that are a form of figurative language) that Petrarch and other poets often used to praise the ideal woman. These comparisons created the image of a woman who no real woman could ever equal, and the sonnet is therefore satirizing the way in which the love poetry of the time created images of the feminine ideal that no woman could ever achieve. 
In addition, some scholars have regarded the lines "I have seen roses damask'd, red and white, But no such roses see I in her cheeks;" as an allusion to the Wars of the Roses, a conflict between the Houses of York and Lancaster that took place between 1455 and 1487 over control of the English throne. The House of Tudor, founded in 1485, adopted the York and Lancaster Rose as its symbol after the Wars of the Roses, and this rose has red and white streaks. This sonnet was published in 1609, after the House of Tudor was no longer in power, but the sonnet may have been written before 1603, when the House of Tudor was still in power. 

Shakespeare's Sonnet CXXX is written as what is called a blazon, which is a literary poem that catalogs the characteristics and virtues of the beloved, while at the same time it mocks the Elizabethan conventions of poetry that praise love. In addition, it satirizes the Petrarchan sonnet that compares the lover to Nature in terms that seem hyperbolic.
Literal meaning
Literally, the speaker's lover is nothing like the women for whom sonnets and other poetic forms are usually written. Her hair does not flow in luxurious tresses; instead, it is as though"black wires grow on her head"; she has no rosy cheeks, and her breath "reeks." Nor is her voice mellifluous as "music hath a far more pleasing sound." And, when she walks she "treads on the ground." Yet, the speaker truly loves her because he feels that his love is more valuable than that of any poetic fancy because he loves her despite her flaws.
Figurative meaning
The anti-Petrarchan comparisons of the lover to various things lend humor to this sonnet. For instance, Shakespeare parodies the roses in the cheeks, eyes like sunbeams, perfumed breath, and walking on air. She has none of these or any other goddess-like attributes. Her eyes "are nothing like the sun," there is no "perfume" in her breath; it "reeks," and she "treads on the ground" rather than walks. She has no snowy white complexion or goddess-like attributes; yet, the speaker loves her dearly:

And yet, by heaven, I think my loveAs rare as any she belied with false compare (ll.13-14)

Any false comparisons for the sake of poetry, Shakespeare says figuratively, are meaningless. It is her unique qualities that endear her, not flowery metaphors and similes.

What might cause the change in demand for an iPod?

A further consideration that could influence the price of an iPod is planned obsolescence. This is when companies plan in the release of extra features that they old back from earlier products. For example Apple released initially the iPod and later released a wider range of iPods including the iPod nano. 
These strategies link to the product life cycle of the product and the phase the product is in the product life cycle. Looking at current product releases from Apple iPods appear to be in decline and Apple could be looking for an extension strategy that would increase the demand and sales of iPods. 

It's important to be precise with questions like these, because subtle changes in wording and context can change the answer.
Demand can mean the number of iPods that consumers will buy. In that case, raising the price will decrease demand, and vice versa. This is common sense: the more expensive something is, the less likely people are to shell out the money for it.
However, microeconomics and business textbooks frequently use Demand as shorthand for the Demand Curve. The Demand Curve is a function that correlates the possible prices of a product with the number of buyers at any given price. Under this paradigm, a change in supply or price does not constitute a change in demand; it simply moves the current market to a different point on the same curve. That is to say, if you increase an iPod from $300 to $400, fewer will sell, but the number who would have bought at $300 is unchanged. Those people still count as "demand" for the iPod, since they do still want an iPod, just not at its current price.
To change a Demand Curve, we can answer with almost anything that makes the iPod more or less desirable regardless of price. New features, brand recognition, or improved warranties could all increase collective desire for an iPod; high-class competitors, poor reviews, lack of reliability, or an ugly redesign could all decrease that desire. In fact, there are more valid answers that invalid ones. The only catch is that we cannot answer with "how much it costs."
https://www.investopedia.com/terms/d/demand-curve.asp

https://www.investopedia.com/terms/d/demand.asp

Demand involves the number of units a buyer is willing and able to buy at a given price.The good in  this case is the iPod.There are various factors that can cause a change in demand for the iPod. The first factor is a change in price. Increase in a price of the iPod leads to a decrease in demand while a decrease in the price of the iPod leads to an increase in the demand of the iPod.The second factor is the change in the level of income. High incomes lead to high purchasing power and thus people spend more leading to high demand of the iPod while low incomes lead to low purchasing power and thus lower demand of the iPod.
The third aspect is the price of substitutes in the market. The substitutes can be devices such as Samsung phones and Samsung iPad. When the prices for substitutes are low,customers buy them more and thus the demand for the iPod goes down while an increase in the price of substitutes leads to high demand for the iPod. Lastly, the level of advertising can determine demand. Aggressive adverting ensures people are aware of the product and thus the high demand of the iPod while low levels of advertising leads to lower demand of the iPod.(Frank, 2014)
 
REFERENCE
Frank, R. (2014). Microeconomics and behavior. McGraw-Hill Higher Education.
 

There are multiple factors at play in the changing demand for iPods.
1. The price of the product
The price now, when taking storage and battery life into account, is most often seen as "not worth it." The value and given price have to align for a purchase to be likely.
2. The targeted consumer's income
This applies for all products. Depending on who the targeted audience is, the consumer's income may play a part in their willingness to purchase the product.
3. The price, function, and availability of similar products
Portable media players have now become commonplace. Most smart phones are equipped with the same functions through their own design or with the simple download of an inexpensive app. There isn't much drive to have both a smart phone and an iPod.
4. The preferences of consumers (i.e. Is it trendy? Do I want it?)
Now that most iPod versions have been discontinued, more classic iPods might be seen as "vintage" or "cool." However, a large resurgence is unlikely. When iPods first came onto the market, they were viewed as highly popular.
5. Market saturation
As noted in reason 3, portable media players are now commonplace. Uniqueness and novelty are no longer attributes of the iPod. The market has also seen multiple iterations of the iPod.
6. The year
iPods were once extremely popular and in high demand. Apple, Inc. first distributed iPods in 2001, soon after the Macintosh version of iTunes. This company went through a series of iterations. However, in recent years, iPods might be considered almost extinct. At this point, Apple has discontinued all models except one, the iPod Touch.

Certainly price could affect the change in demand for an iPod. Right now Apple has cornered the market when it comes to compact mobile listening technology, but you cannot discount competition from other tech companies. Companies like Samsung, Microsoft, and Archos have all released mobile devices that compete with Apple's iPod, and they are very price-competitive with comparable technological offerings. As consumers become accustomed to companies offering similar features to that of the iPod, but at a lower price, you can expect to see a change in demand for Apple's product.
Right now Apple is in the enviable position of having name prestige, otherwise known as brand recognition. The average consumer is very familiar with the Apple brand, but are they familiar with Archos? Often not, and this is an obstacle Archos will need to overcome to claim some of the market. If they are successful, though, we will see a change in demand for iPods.

What are the similarities between unitary and federalist forms of government?

Before discussing the similarity between a unitary form of government and a federal form of government, it is necessary to establish the definition of each.
In a unitary form of government, all governmental and political power is concentrated in the central government. The central government may choose to transfer certain powers to the lower levels of government and also retains the right to revoke these powers. Therefore, the lower levels of government have only the powers that the central government allows them to have.
In a federal form of government, the central and lower levels of government have functions and powers that are granted to them by the country’s governing document, such as a constitution, and, therefore, cannot be unilaterally revoked. In essence, the central and lower governments are each given powers which prevents one level from exercising complete power over the other.
Although the two forms of government have significant differences between them, one key similarity is that they both engage in the process of power allocation. Essentially, both systems acknowledge that certain powers and responsibilities are better handled by the central government while other should be managed by lower levels of government. Although the way in which power is allocated differs between the two systems, the understanding that there is a need to allocate power is present in both.
It should be noted, however, that any discussion of the similarities between unitary and federal forms of government must make allowances for the unavoidable variables that exist from country to country. The way that one country implements a certain form of government may be very different from the way that another country implements the same form of government. As such, there may be variations in the similarities found if comparing certain countries (the United States which has a federal system and France which has a unitary system) rather than the governmental system as a whole and in more general terms (unitary and federal).
https://www.encyclopedia.com/social-sciences/applied-and-social-sciences-magazines/government-unitary

While the early to mid-1960s is known as period of hope, optimism, and liberal social/political advances, by the late 60s and into the 70s the nation veered to a more conservative right direction. What explains this shift? Be sure to identify examples or reasons for the early era of hope and optimism, as well as discuss the role that politics, economics, culture, and foreign policy played in the shift to the New Right.

The shift began in 1968 with the election of Richard Nixon who defeated the Democratic nominee, Hubert Humphrey.
Nixon had also been the Republican nominee in 1960 when he was defeated by the Democratic nominee, Massachusetts senator, John F. Kennedy. Kennedy was, and remains, the youngest elected president in American history. The Kennedy White House which, due to Jacqueline Kennedy's refashioning of her husband's legacy, became known as "Camelot," was associated with youth, hope, and arts and culture.
Kennedy famously encouraged citizens not to ask what their country could do for them, but what they could do for their country. The Peace Corps was formed during his administration. However, the Vietnam War also began during the Kennedy administration, as the President was firmly against the spread of Communism, an ideology which led to a number of blunders, including the Bay of Pigs incident and the Cuban Missile Crisis. The Kennedy White House opened its doors to Civil Rights leaders, but moved little on Civil Rights until 1963.
It is always hard to be sure about the events that lead to seismic political shifts. The 1960s were tumultuous and the nation's fundamental values were questioned and tested. After the Kennedy assassination, the public, especially its youth, became more mistrustful of the government. The deaths of Civil Rights leaders, as well as confrontations with the police in disadvantaged black communities, led to various violent uprisings in major American cities. The final uprising, sometimes called "Holy Week Uprising," due to its occurrence during Easter, was a response to the assassination of Martin Luther King, Jr.
The white "silent majority," that is, middle-aged and elderly whites from the middle and upper-middle classes, many of whom lived in suburbs, were mobilized to vote for Nixon, due to his promise to restore law and order. As distant as these voters were from conditions in the cities, they feared violence, rapid social change, the hippie youth culture, and the drug culture. In response to the latter, Nixon initiated the War on Drugs in 1970.
During the late 1960s, the majority of American voters were in favor of the Vietnam War, which had been a focal point of the Johnson Administration and had been escalated by Nixon, particularly with his carpet-bombings of Cambodia (a key factor in the rise of Pol Pot and the Khmer Rouge). The war's popularity did not diminish until the mid-1970s, partly due to a loss of faith in Nixon as a result of Watergate, and also due to the fact that the United States was not winning the war in Vietnam. The war, which had never been declared as such in Congress, ended in 1975.
Despite the election of Jimmy Carter in 1976, the New Right maintained a strong influence, often at the state level. The Hyde Amendment, for example, was a piece of legislation passed by Henry Hyde (R-IL) to ensure that federal funds were not used to pay for abortions: a direct response to the Supreme Court's 1973 Roe v. Wade decision.
Opposition to abortion was a major factor in mobilizing conservative, particularly evangelical, voters in the late-1970s. Other factors included resentment among whites over affirmative action policies in education and employment, and an increase of the tax burden on the working-class which did not correlate with wages. These conditions, as well as the oil crisis and the Iranian hostage situation, set the stage for the election of Ronald Reagan.

Explain the concept of "due process" in disciplinary action.

Within a business organization, the concept of "due process" means that, before disciplining an employee for violating some rule or policy, a business must follow a specific course of action established by that company. Sometimes, these policies are to a great extent dictated by law. Just as in the courts, these procedures are intended to guarantee that a person's rights are upheld. So if a manager hears from a supervisor that an employee has been consistently late for work or engaging in behaviors that affect their performance in the workplace, the company should have procedures in place for dealing with this situation. An investigation may be required, followed by a conference with the individuals involved. An employee might have to be presented with a memorandum that puts the accusation in writing. Counseling or other interventions might be required. These steps are put in place to formalize the process of managing a workplace and, even if not required by law, are important inasmuch as they help businesses avoid expensive wrongful dismissal claims. In short, people cannot be dismissed, or even substantively disciplined, without just cause, and due process must be followed to ensure, and document, that the employer's action is legitimate and justified.
https://www.shrm.org/resourcesandtools/hr-topics/employee-relations/pages/the-elements-of-due-process.aspx

How are Ponyboy and Darry similar and different?

Ponyboy and Darry have many subtle similarities and differences between them. First, they are brothers, and they both have the same experience of losing their parents, though they sometimes deal with it differently. Still, the experience has changed them both. They both identify as greasers. The two brothers look very different physically, however, as Darry has a muscular physique, dark brown hair, and eyes like ice. Ponyboy, on the other hand, is smaller and slight, with light brown hair and greenish eyes.
In temperament and personality, they are very different as well. Darry sometimes becomes angry with Ponyboy when he feels that Ponyboy isn't taking everything seriously, because Darry is much older than he is and tries to be as “grown up” as possible. He attempts to care for Ponyboy and keep him out of trouble, which doesn’t always work, because Ponyboy has a mind of his own; in fact, trouble seems to find both of them. Ponyboy spends a lot of time dreaming and pursuing more creative endeavors, and Darry sometimes gets annoyed with him because of that.
Since Darry had to grow up too soon in order to take care of Ponyboy and keep him out of foster care, he doesn’t have the same opportunities that Ponyboy will in life. Darry is smart and received a scholarship based on his performance in sports, but he had to give it up. Ponyboy is intelligent and has the brains to make something of himself in the future, but he doesn’t always want the same things as Darry.
Darry has been hardened by the responsibilities that fell on him, while Ponyboy has been softened by losing his parents. Still, both of the boys are very proud of each other; they share that sentiment in common.

What actions demonstrate Mrs. Jones's confidence in the short story "Thank You, M'am"?

You will find several examples of textual evidence demonstrating Mrs. Jones’s confidence in Langston Hughes's short story “Thank You, M’am.”
In the exposition, Roger is unsuccessful in his attempt to steal Mrs. Jones's rather cumbersome pocketbook. Instead of running away or screaming for help, the self-assured Mrs. Jones gives him a swift kick and lifts him up by his shirt collar so she can confront him. In no uncertain terms, Mrs. Jones tells Roger she is bothered by his actions; she questions him and informs him in a pretty unforgettable way.

But the boy’s weight and the weight of the purse combined caused him to lose his balance so, instead of taking off full blast as he had hoped, the boy fell on his back on the sidewalk, and his legs flew up. The large woman simply turned around and kicked him right square in his blue-jeaned sitter. Then she reached down, picked the boy up by his shirt front, and shook him until his teeth rattled.

Mrs. Jones's action of taking the errant boy into her home is another demonstration of confidence. Instead of calling the police after the initial confrontation, she drags him to her room, where she demonstrates respect for the boy’s situation by having him clean up, feeding him, and engaging him in conversation in which she alludes to details of her early life.

“I have done things, too, which I would not tell you, son—neither tell God, if he didn’t already know. So you set down while I fix us something to eat. You might run that comb through your hair so you will look presentable.”

She is so confident her treatment of Roger will influence his decisions that she leaves her pocketbook on the daybed while she turns away from him to cook dinner. At this point, Roger realizes he wants Mrs. Jones to trust him.
By being empathetic to Roger’s situation and showing him respect without demeaning him or his situation, Mrs. Jones demonstrates her self-confidence.

Why did World War 2 start?

World War II officially started on September 1, 1939 when Hitler invaded Poland. Britain and France gave Hitler an ultimatum to leave the country, but he refused. Britain and France then declared war on Germany and its ally, Italy, two days later. The roots of the war go back much further than that, however.
World War II started because World War I was not truly resolved. In the Treaty of Versailles, Germany was blamed for starting World War I and had to pay an indemnity to France all while losing valuable industrial regions. The ensuing global depression of the late 1920s and early 1930s did not help as Germany spiraled into hyperinflation and extreme poverty. Adolf Hitler promised to make Germany great again and to avenge the wrongs of the Treaty of Versailles. Many Germans backed him and allowed him to annex Austria and Czechoslovakia. Britain and France, severely weakened by the war, followed a policy of appeasement because they were willing to do almost anything to avoid another war.
Italy joined the entente late in World War I because it expected to gain land from Austria-Hungary. When this did not materialize, Italy looked to one-time newspaper editor Benito Mussolini as its political strongman. He soon joined forces with Hitler and sought to recreate the old Roman Empire. His first moves were taking Libya and Ethiopia.
Japan was hit hard by the global depression and it felt disrespected by the United States in that the United States would not accept racial equality in the Treaty of Versailles.  A group of Japanese warlords took control of the country, and they sought to create an Asia that would remove the American and European imperialists and place themselves as the leading power in Asia. Japan's first move was to attack Manchuria and establish a puppet state there in 1931. Japan then expanded into the Pacific and made further inroads into China. Japan attacked China in order to obtain resources and potential slaves for further expansion across the Pacific. Japan allied itself with Hitler and Mussolini in order to form the Axis Powers in 1940.

Why does Roy not have a hometown?

Roy was born in Detroit, Michigan, but the family had moved away from there when he was just a baby, so he couldn't remember anything about Detroit. He didn't think of it as his hometown since he knew nothing about it. Because of Roy's father's job, the family moved frequently. His father worked for the Department of Justice and kept getting promoted. With each promotion, he was assigned to a new city. Roy could remember living in ten different towns, and he had attended six different schools, including Trace Middle. Just before moving to Coconut Cove, Florida, Roy's family had lived in Bozeman, Montana. That was probably the place they had lived the longest--more than two years. And it was the place Roy liked the best and felt most at home. He loved the mountains, the rivers, and the seasons, as well as hiking, biking, fishing, and attending rodeos. So when people asked him where he was from, he said Bozeman, Montana. Of all the places he had lived, that was the one that felt like home.

f(x)=x^2cosx, n=2, c=pi Find the n'th Taylor Polynomial centered at c

Taylor series is an example of infinite series derived from the expansion of f(x) about a single point. It is represented by infinite sum of f^n(x) centered at x=c . The general formula for Taylor series is:
f(x) = sum_(n=0)^oo (f^n(c))/(n!) (x-c)^n
or
f(x) = f(c) + f'(c) (x-c)+ (f'(c))/(2!) (x-c)^2+ (f'(c))/(3!) (x-c)^3+ (f'(c))/(4!) (x-c)^4+...
To determine the Taylor polynomial of degree n=2 centered at c=pi , we may apply the definition of the Taylor series by listing the f^n(x) up to n=2 .
f(x) = x^2cos(x)
Apply Product rule of differentiation: d/(dx) (u*v) = v*du + u*dv for each derivative.
f'(x) = d/(dx) (x^2cos(x))
Let u = x^2 then du =2x
     v = cos(x) then dv = -sin(x)
f'(x) =cos(x) *(2x) + x^2*(-sin(x))
      =2xcos(x)-x^2sin(x)
f^2= d/(dx)(2xcos(x)-x^2sin(x) )
      =d/(dx)2xcos(x)- d/(dx) x^2sin(x)
 For d/(dx)2xcos(x) , we let:
u = 2x then du =2
v = cos(x) then dv = -sin(x)
d/(dx)2xcos(x)= cos(x)*2 + 2x*(-sin(x))
                      =2cos(x) -2xsin(x)
 For d/(dx)x^2sin(x)  , we let:
u = x^2 then du =2x
v = sin(x) then dv = cos(x)
d/(dx)2xcos(x)= sin(x)*2x + x^2*cos(x)
                      =2xsin(x) +x^2cos(x)
Then, 
d/(dx)2xcos(x)-d/(dx) x^2sin(x) = [2cos(x) -2xsin(x)] -[2xsin(x) +x^2cos(x)]
              = 2cos(x) -2xsin(x) -2xsin(x) -x^2cos(x)
              =2cos(x) -4xsin(x) -x^2cos(x)
Thus, f^2(x) =2cos(x) -4xsin(x) -x^2cos(x).
Plug-in x=pi , we get:
f(pi) =pi^2*cos(pi)
        =pi^2*(-1)
         =-pi^2
f'(pi)=2pi*cos(pi)-pi^2*sin(pi)
         =2pi*(-1) -pi^2 *(0)
         =-2pi
f^2(pi) =2cos(pi) -4*pi*sin(pi) -pi^2*cos(pi)
           =2(-1) -4*pi*0 -pi^2*(-1)
          =-2+pi^2 or -(2-pi^2)
Applying the formula for Taylor series centered at c=pi , we get:
sum_(n=0)^2 (f^n(pi))/(n!)(x-pi)^n
    =f(pi) + f'(pi) (x-pi)+ (f'(pi))/(2!) (x-pi)^2
    =(-pi^2) + (-2pi) (x-pi)+ (-(2-pi^2))/(2!) (x-pi)^2
    = -pi^2 -2pi (x-pi)-(2-pi^2)/2 (x-pi)^2
 The Taylor polynomial of degree n=2   for the given function f(x)=x^2cos(x) centered at c=pi will be:
P(x) =-pi^2 -2pi (x-pi)-(2-pi^2)/2 (x-pi)^2